Intro -- Foreword -- Child or Childrens Perspective? -- The Scandinavian Model of Democracy and Welfare -- A New Research Paradigm -- Learning Based on Noticing Differences -- Developmental Pedagogy -- Preface -- Contents -- Introduction: Child Perspectives and Childrens Perspectives The Scandinavian Context -- Introduction -- Changes in the Developmental Ecology of Infants and Young Children -- Scandinavian Mothers in Employment -- School-for-All: A Growing Global Phenomenon -- Daycare-for-All: A Scandinavian Welfare Right -- Conclusion: Changes in Developmental Ecology -- The Welfare Model and Values Facilitating a Child Perspective -- The Scandinavian Welfare Model -- A Brief Introduction -- Children's Health and Well-Being in the Scandinavian Welfare States -- The Ethos of Humanization -- Children as Citizens and Child-Centredness as a Vital Societal Value -- Child Perspectives Without Ideology? -- Curricula of Early Childhood Education and Child Perspectives -- Child Perspectives and Childrens Perspectives: Distinctions and Definitions -- Part I In Search of Child Perspectives and Childrens Perspectives in Childhood Sociology and Developmental Psychology -- Introduction -- In Search of Child Perspectives and Childrens Perspectives in Childhood Sociology -- Childhood as a Social Structure -- Childrens Interpretive Reproduction -- The Study of Real Children and the Experience of Being a Child -- The Ethnographic, Interpretive Approach of Childhood Sociology as Child Perspectives and Childrens Perspectives? -- Conclusion: Child Perspectives and Childrens Perspectives in Childhood Sociologies? -- In Search of Child Perspectives and Childrens Perspectives in ContextualRelational Developmental Psychology -- A Child Perspective in Developmental Psychology? -- The Child Paradigm in ContextualRelational Developmental Psychology.

The Phenomenology of Contextualism -- A Psychological Child Perspective Criteria and Challenges -- The Pre-verbal Childs Intersubjective World An Empirical Example -- Conclusion and Closing Reflections -- Childhood Sociology and ContextualRelational Psychology Common Platforms for a Child Perspective? -- Challenges Raised by Childhood Sociology for Developmental Psychology and Vice Versa -- First Period: Parallel Processes of Redefining Childhood, Children, and Child -- Second Period: Integrative Redefinition of Childhood, Children, and Child -- Children as Intentional, Meaning-Making Actors -- The Inner Psychological Space of the Self -- Perspectives and Future Integrative Potential -- Part II A Child Perspective to the Care for Children in Practice: A Humanistic and Interpretative Approach -- Introduction -- Fundamental Features Embedded in a Humanistic Dialogical Approach to Children -- Care as a Sensitive Communicative Process: The Primary Circle of Care -- Attunement to the Attunement of the Other -- The Component of Dialogic Caring Behaviour -- Box 1 Examples of child perspective directed caring actions -- From Caring Ability to Caring Processes -- The Primary Caring Cycle -- When Empathic Care Is Obstructed -- Children in Objectifying, Non-child Perspective-Oriented Institutions -- When Children Are Negatively Defined and Stigmatized -- Objectification and Abuse -- The Dehumanizing of Outsiders -- The Zone of Intimacy -- Ways In and Out the Zone of Intimacy -- Face-to-Face and Gaze Contact (p) P -- Sensitive Touch and Bodily Contact -- Sympathetic Participation in the Childs Initiatives and Activities -- Conditions that Impinge on Empathic Identification -- Beyond the Primary Cycle of Care -- Natural Care as Opposed to Professional Help?.

Conclusion: The Ethics of Closeness and the Primary Circle of Care as a Child Perspective Orientation -- The Interpretive Approach to Children -- The Interpretive Approach as Opposed to Competence Diagnostics -- Reconstruction of How a Child Interprets the Situation -- When Misunderstanding Becomes a Deficit -- The Intersubjective Space -- Part III In Search of Child Perspectives and Childrens Perspectives in Early Childhood Education -- Introduction -- In Search of the Role of Child Perspectives and Childrens Perspectives in Early Childhood Education -- How Young Children Learn in Early Childhood Education -- Child-Centredness -- Curriculum A New Phenomenon in Early Childhood Education -- What Can We Learn About Child Perspectives and Childrens Perspectives from Empirical Research? -- Raising Teachers Awareness Through Development Studies -- Childrens Expressions, A Question of Contexts -- Childrens Participation as a Democratic Value -- What Can We Learn from These Studies? -- In Search of the Features of Child Perspectives and Childrens Perspectives in Developmental Pedagogy -- The Research Background -- Central Features of Developmental Pedagogy -- Traditional Views of Playing and Learning -- The Outcome of Recent Play Research -- The Playing Learning Child In Developmental Pedagogy -- Variation Is the Source of Play and Learning -- Play Is Not the Same as Learning -- Being Goal-Orientated Towards a Learning Object -- In Search of a Practice with Children Based on Their Perspectives -- Communication, Relations, and Content -- Peters First Encounter with Teacher-Planned Mathematics -- Working with a Theme with a Group of Children -- Categories of Interaction Between Teachers and Children -- In Search of Theoretical Preconditions for an Early Childhood Education Built on Childrens Perspectives.

What We Can Do, What We Can Know, Springs from What We Can See, What We Can Experience -- More and Less Powerful Ways of Doing Things -- Ways of Seeing, Experiencing -- In Order to Discern a Certain Aspect of a Certain Phenomenon -- A Certain Pattern of Variation and Invariance -- In Order to Help Learners to Discern -- Childrens Perspectives and Participation in Practice -- Part IV Child Perspectives and Childrens Perspectives in Theory and Practice: Summary, Discussion, and Conclusion -- Summary of Introduction: Child Perspectives and Childrens Perspectives The Scandinavian Context -- Summary of Part I In Search of Child Perspectives and Childrens Perspectives in Childhood Sociology and Developmental Psychology -- Summary of Part II A Humanistic and Interpretative Approach -- Summary of Part III Early Childhood Education -- The Scandinavian Approach: Does the Logic of the Welfare State Have an Important Voice in a Global Society? -- Where Are We Today in ECE and What About the Future? -- Cultural Differences and Panhuman Similarities Problems and Dilemmas in the Globalization of a Child Perspective -- Conclusion -- References -- Author Index -- Subject Index.

What constitutes a child perspective versus the thoughts and views of children themselves is discussed in this cross-disciplinary volume. The concepts discussed integrate ideas from childhood sociology, interpretive psychology and empirical research.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2025. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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